Donna has created an interactive climate by requiring minimum posts to the various discussion boards. She doesn't answer their questions right away but lets the discussion build for a few days until she jumps in with a tip or hint to redirect when necessary. The last few days of the week, she posts more regularly to be sure that all of their questions are answered.
There seems to be two main types of interactive activities which are the discussion boards and wikis. I'm not sure how one could incorporate other activities in an AP Calculus course but it seems that a little variety wouldn't hurt. The students work in groups on their wikis where they ask and answer each other about their questions. The discussions boards are used for full class discussions about certain assignments. Donna's feedback is the major contributor to student learning. She gives hints and often answers questions with questions instead of giving the answers right out. This forces the students to rethink the problem and find the solution on their own. When she sense that they are getting frustrated, she gives more information to help them find the solution.
Students post their homework solutions and then discuss them every week. The all post their homework and about half comment on their peer's work. They ask questions and answer each others quite successfully.
Unfortunately, I don't facilitate small group or whole group discussions in my F2F classroom. When we do discuss certain topics, it is short and very uncomfortable for me because I'm not quite sure how to guide them.
I use Elmo (document camera) and the SmartBoard to deliver the content to my students most often. I also use applets whenever possible because there are some great ones out there that really help my students "see" what is really happening with the math. I give them graphic organizers to help them follow the notes.
I use manipulatives whenever possible, applets on the SmartBoard, and screencasts. The students move their desks when we do small group activities. Other than that, they keep them in the 5 by 5 array that they found them because we are "guests" in other people's rooms.
Donna has created an interactive climate by requiring minimum posts to the various discussion boards. She doesn't answer their questions right away but lets the discussion build for a few days until she jumps in with a tip or hint to redirect when necessary. The last few days of the week, she posts more regularly to be sure that all of their questions are answered.
There seems to be two main types of interactive activities which are the discussion boards and wikis. I'm not sure how one could incorporate other activities in an AP Calculus course but it seems that a little variety wouldn't hurt. The students work in groups on their wikis where they ask and answer each other about their questions. The discussions boards are used for full class discussions about certain assignments.
Donna's feedback is the major contributor to student learning. She gives hints and often answers questions with questions instead of giving the answers right out. This forces the students to rethink the problem and find the solution on their own. When she sense that they are getting frustrated, she gives more information to help them find the solution.
Students post their homework solutions and then discuss them every week. The all post their homework and about half comment on their peer's work. They ask questions and answer each others quite successfully.
Unfortunately, I don't facilitate small group or whole group discussions in my F2F classroom. When we do discuss certain topics, it is short and very uncomfortable for me because I'm not quite sure how to guide them.
I use Elmo (document camera) and the SmartBoard to deliver the content to my students most often. I also use applets whenever possible because there are some great ones out there that really help my students "see" what is really happening with the math. I give them graphic organizers to help them follow the notes.
I use manipulatives whenever possible, applets on the SmartBoard, and screencasts. The students move their desks when we do small group activities. Other than that, they keep them in the 5 by 5 array that they found them because we are "guests" in other people's rooms.